Using reflection and dialog feedback to promote the development of situated and dynamic pedagogical content knowledge

Using reflection and dialog feedback to promote the development of situated and dynamic pedagogical content knowledge

Abstract This study explores the reflection and dialog feedback of preservice teachers (PTs) in a one-semester chemistry teaching design and practice course with the aim of improving their situated and dynamic pedagogical content knowledge (PCK). Using a collective case study method, reflections and...

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Bibliographic Details
Main Authors: Xijuan Li, Fangfang Li, Xiaoge Chen, Lei Wang
Format: Article
Language:English
Published: SpringerOpen 2024-10-01
Series:Disciplinary and Interdisciplinary Science Education Research
Subjects:
Preservice teacher
Reflection
Dialog feedback
Situated and dynamic PCK
Online Access:https://doi.org/10.1186/s43031-024-00114-8

Internet

https://doi.org/10.1186/s43031-024-00114-8

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